Aims and Scope
Aims and Scope
Contemporary Journal of English Language Teaching (CJELT) is an international, peer-reviewed, open-access academic journal dedicated to advancing research, scholarship, and professional dialogue in English language teaching, learning, teacher education, applied linguistics, literacy, language assessment, and language education policy.
Ready to share your work?
If your manuscript fits the aims and scope of CJELT, you are welcome to submit your article through the journal online submission system.
Research
Original and meaningful scholarship in ELT and language education.
Practice
Work that connects theory, pedagogy, assessment, and classroom life.
Context
Attention to international, regional, and local ELT contexts.
Dialogue
A space for scholars, teachers, graduate students, and professionals.
Journal Aims
CJELT aims to provide an international scholarly platform for researchers, teacher educators, classroom teachers, graduate students, and education professionals to share original and meaningful work related to English language education.
As an international journal, CJELT welcomes contributions from any country or educational context that offer theoretical, methodological, pedagogical, or policy-related insights relevant to English language teaching.
CJELT seeks to support context-sensitive, ethical, and socially meaningful scholarship. It encourages work that connects theory with classroom practice, research with teacher education, policy with lived experience, and local educational realities with international conversations.
Scope of the Journal
CJELT welcomes submissions in areas including, but not limited to, the following:
- English language teaching and learning
- English as a foreign or second language
- Classroom interaction and pedagogy
- Higher education and English language education
- TESOL and applied linguistics
- Academic writing, literacy, and multilingual education
- Translanguaging, multilingualism, and language identity
- Critical perspectives on ELT
- Language teacher education and professional development
- Curriculum design and materials development
- Language assessment and testing
- Language education policy and planning
- Technology-enhanced language learning
- AI and digital tools in language education
- English-medium instruction
- International, regional, and local ELT contexts
Types of Submissions
Research Articles
Original empirical studies using qualitative, quantitative, mixed-methods, classroom-based, or other appropriate research designs.
Review Articles
Literature reviews, systematic reviews, scoping reviews, narrative reviews, and critical reviews that synthesize existing scholarship and identify future directions.
Conceptual Papers
Theoretical or analytical papers that develop concepts, frameworks, arguments, or new ways of understanding issues in English language teaching and language education.
Critical Perspectives
Shorter scholarly papers that examine current debates, tensions, policies, practices, or emerging issues in ELT across international, regional, and local language education contexts.
Praxis Articles
CJELT also welcomes Praxis articles, which are short, practice-oriented papers that share classroom activities, teaching strategies, assessment ideas, materials, or reflective teaching practices.
Praxis articles are designed to help teachers connect research-informed ideas with everyday classroom practice. They should be clear, practical, and useful for ELT teachers, teacher educators, and graduate students.
Praxis articles normally describe a classroom context, explain a teaching activity or strategy, and briefly reflect on its benefits, challenges, or possible adaptations. Although shorter and more practice-focused than full research articles, Praxis articles should still be grounded in relevant academic literature and include appropriate citations.
Journal Commitment
CJELT is committed to promoting high-quality English language education research and supporting a growing community of ELT scholars and practitioners. The journal values work that is rigorous, accessible, ethical, locally grounded, and globally connected.
Through research articles, reviews, conceptual work, critical perspectives, and Praxis articles, CJELT aims to contribute to the development of English language teaching knowledge, teacher education, and educational practice across diverse international contexts.
